Lodge Farm County Infant School

Inspection report for early years provision

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Unique reference number 129518 Inspection date 23/06/2010 Inspector Gillian Charlesworth

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Type of setting Childminder to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 1993 and lives with her husband, one adult child and one teenage child age 15 years on the outskirts of the village of Markyate, Hertfordshire. There are two steps to access the property. The whole ground floor of the childminder’s home is used for childminding, with toilet facilities and a bedroom for sleep on the first floor. The third bedroom is not included in the registration. There is a garden for outside play with steps between the patio and grassed area. The family keep a pet dog, a cat and birds of prey housed in an aviary.

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Description of the childminding

The childminder is registered on the Early Years Register to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding two children in this age group; one who attends on an occasional basis and one who is in full-time education. She also offers care to two children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder walks to school to take and collect children. She takes children to parent and toddler groups regularly and has a car to transport children.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder shows a genuine commitment towards the children and fosters close, trusting relationships, thereby ensuring that overall, their individual needs are met, and they are happy, settled and confident. Self-evaluation is in the early stages of development and there is some planning for improvement. Children are making steady progress in their learning and development but monitoring is not yet established to deliver consistently. The majority of records, policies and procedures meet requirements and promote children’s welfare. Relationships with parents and other settings are generally working well, thus meeting children’s needs overall.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 improve knowledge and understanding of the Early Years Foundation Stage so that children are provided with an educational programme that will enable them to make progress towards the early learning goals in all areas of learning (Early Learning Goals) 30/07/2010

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further?

 maintain records, polices and procedures required for the safe and efficient management of the setting and 28/06/2010 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to meet the needs of the children, with particular regard to attendance records and recording information accurately for each child (Documentation).

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further?

To further improve the early years provision the registered person should:

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further?

 develop further the procedure to safeguard and promote the welfare of children to ensure that if parents provide packed lunches, they are informed about what can be stored safely and about appropriate food content; and ensure essential records are taken on outings, for example, parental permission for any necessary emergency medical advice or treatment  develop further a culture of reflective practice, self-evaluation and informed discussion to identify the setting’s strengths and priorities for development that will improve the quality and consistency of provision for all children.

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the early years provision

The childminder complies with vetting procedures and is familiar with requirements to take appropriate steps where additional checks are required. She has a genuine commitment to protect children in her care having attended safeguarding training since the last inspection and maintained up-to-date guidance materials. Written information is available to parents and includes procedures to be followed in the event of an allegation against the childminder. Safeguarding regulations and duties are therefore met in relation to child protection. Most records, policies and procedures are suitably managed although a small minority are not meeting requirements which, although not compromising the safe management of children overall, limit the quality of care offered. For example, not all children looked after on the premises are included in attendance records and there are gaps in recording some children’s personal information, such as dates of birth. Overall,

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the early years provision

procedures are suitable for outings and most essential records are taken out. However, without having relevant parental permissions readily available on outings, there can be delays in seeking emergency medical treatment. The childminder is safety conscious and takes suitable steps to ensure that children are cared for in a safe and secure environment. She has introduced simple daily risk assessments; effective strategies for fire safety; and procedures that help children understand how to keep themselves safe. The childminder prioritises her time with the children and offers appropriate resources that are accessible, thereby generally supporting children’s enjoyment and inclusive independent learning. In addition, the childminder is using some aspects of the environment well to consider sustainability. For example, by walking to all local activities and by encouraging children to collect eggs from hens and use them for baking. She begins to promote

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the early years provision

children’s understanding of differences by introducing activities that promote children’s identity. For example, using words in children’s home language.

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the early years provision

The childminder is generally motivated to seek improvement and is beginning to introduce systems to monitor the provision although not yet comprehensively. From time-to-time, questionnaires seek parents’ views formally therefore the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder is aware of their satisfaction. With external support, future plans are targeted to ensure requirements are met but systems to self-evaluate are not yet managed independently or place sufficient priority on aspects that most need development. As a result, there are some areas of practice that are less well developed, including the educational programmes that rely on instinct and are not yet focusing on narrowing achievement gaps.

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the early years provision

Parent feedback is positive and includes comments such as ‘my child has settled brilliantly’. They are satisfied with the quality of the childminders communication and say that they feel well informed. Communication generally focus on children’s welfare thereby promoting continuity of care and meeting individual care needs. Strategies include two-way daily verbal feedback; access to a portfolio offering written policies and procedures; information leaflets; and a simple notice board. However, the childminder is not always proactive in using materials to support parents, for example, in providing information about healthy packed lunches. Partnerships with other provider organisations are beginning to support continuity for those in the Early Years Foundation Stage attending full time education.

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and outcomes for children

The quality of children’s learning is satisfactory. Children settle well and enjoy their time with the childminder who offers a variety of play opportunities and provides warm and supportive interactions at a relaxed pace. Children are therefore happy to play independently or with support, and have a strong exploratory impulse. However, the childminder has limited knowledge of the early learning goals and systematic observational assessment is not yet in place. This means that she is not yet able to assess children's progress in all areas of learning; identify gaps in their learning and development; or consider aspects where greater challenge is needed.

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and outcomes for children

Children are developing skills for the future and are making suitable progress in communicating, literacy, numeracy and information and communication technology. Babies enjoy conveying simple messages using one word utterances such as ‘ta’ as they delight in passing puzzle pieces to the childminder. The childminder repeats and reinforces their language, further encouraging them to name familiar people. The positive interactions and encouragement motivate children to babble expressively as they show interest in books and turn pages. Children notice sound and lights when touching interactive toys and begin to develop early writing skills by making marks with magnetic pens.

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and outcomes for children

Children feel safe and emotionally secure in the setting, supported by the childminder who is vigilant, prioritises her time with children and organises space appropriately. Consequently, children receive cuddles and reassurance on demand, and are confident to explore the environment freely or confide in her, for example, when they feel unwell. They learn about dangers when the childminder explains how a recliner chair works or when she helps them to understand procedures to evacuate the property in an emergency.

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and outcomes for children

Children have opportunities to learn about healthy lifestyles. They regularly play This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 outside in a variety of weathers, enjoying fresh air and physical challenges. For example, older children negotiate a climbing wall in an activity park while babies delight in taking the next steps towards independent walking when they use a push-along toy that is purposefully provided. Children have drinks freely available and are encouraged to use their beakers in hot weather so they are not dehydrated. Parents supply children’s meals that include some healthy options and, on occasions, the childminder adjusts the balance of food to maintain healthier choices for children. Children are developing self-care skills as they begin to feed themselves independently.

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and outcomes for children

Children have positive attitudes towards learning and are developing good friendships. They are polite and behave well because the childminder is a happy and positive role model and helps them to follow clear boundaries and know what is expected of them. They respond well to expectations, for example, carefully handling eggs that are collected from the family hens. They have chances to engage in activities and experiences to help them learn about the wider community. For example, through outings to museums and parks, which also provide opportunities for children to learn about different methods of transport as they watch the launch of a hot air balloon. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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